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1.
胡丽琴 《北京城市学院学报》2003,(4):50-53
中国的远程教育正在步入一个全新的发展阶段,由于发展时间短、速度快,中国的远程教育体系无论 在办学理念、教育技术,还是在教学效果上,都存在着一定的缺陷。本文主要是通过对远程教育作一个概要性的论 述以及中外远程教育方面的比较,为中国远程教育体系的进一步发展和完善引发一些思考。 相似文献
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认知教学设计理论比较框架 总被引：1，自引：0，他引：1
认知领域的学习一直是教育研究的热点，不断有新的教学设计理论和模型出现。该提出了一个比较认知教学设计模型的框架，包含学习类型、学习控制、学习焦点、学习分组、学习交互、学习支持几个维度，可以用来作为理解各种教学设计模型的工具. 相似文献
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高职学生英语自主学习能力的培养 总被引：1，自引：0，他引：1
饶晓丽 《湖北广播电视大学学报》2010,30(9):35-36
本研究阐述了自主学习的内涵和国内外研究概况,探讨了培养高职学生英语自主学习能力的必要性,并根据教学实践提出了培养高职学生英语自主学习能力的策略。 相似文献
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张海珍 《河南职业技术师范学院学报(职业教育版)》2006,(3):51-53
学习型组织已成为当今社会最热门的话题之一，各种团体组织纷纷响应学习。成为学习型组织必须具备两个条件：一是形成全民学习的大环境，二是学会个体自我学习和团队学习。河海大学在学习学习型组织理论的同时，探索了学习型高校的建设。 相似文献
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王春阳 《郧阳师范高等专科学校学报》2009,29(4):77-80
李举在继承和发展廒元学术的过程中,借鉴经学考据方法,具有极为明确的学术目的。其真正动因是为了辨理学之非,证颜学之是,是为了更好的传播颜元学说,构建颜孛学之。义理”。使颜李学成为系统的理论,为王者立法提供依据,从而迭剃与程朱理学抗衡。甚至取代程朱理学的目的。 相似文献
6.
学习科学最早起源于美国,它是在认知科学、计算机科学等学科基础上发展起来的关于学与教的交叉学科,目前全美已经设立了非正规与正规环境学习中心,视觉语言与视觉学习科学中心,匹兹堡学习科学中心,教育、科学与技术中的卓越学习中心,学习的时间动力学中心,认知与教育神经科学中心等七个学习科学研究中心,每个研究中心均有不同的研究重点,但都采用"基于设计的研究"范式,从不同的视角研究学习。其研究主题为如何学以及学什么,以进一步提高人类的学习绩效。美国学习科学的研究能为我国学习科学研究的深入发展提供新的研究思路,同时拓展教育技术学领域的研究视角和研究范畴。 相似文献
7.
2011年美国教育研究协会(AERA)年会在美国路易斯安那州新奥尔良市召开。通过对"教学技术"、"学习科学"、"非正式环境中的学习"、"技术·教学·认知·学习"、"技术作为教与学的变革代理"、"教师专业发展"、"在线教与学"、"虚拟学习环境应用研究"、"新兴技术"、"大脑、神经科学和教育"十个有关教育技术的专题进行评述,并结合AERA2009、2010年会的情况,对本次年会的研究特点和趋势进行概括和分析,希望能让国内读者对本次大会的整体情况和相关领域的研究动态有所了解。 相似文献
8.
《British Educational Research Journal》2003,29(5):767-772
Book Reviewed in this article: Feedback for Learning S. ASKEW (Ed.) Promoting Assessment as Learning R. Dann Developing Portfolios for Learning and Assessment V. Klenowski 相似文献
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“学习能量”有关学习的倾向、态度和价值观,是英国教育界近年来出现的讨论“学会学习”的一种新的话语.它包含了改变与学习、意义建构、探究意识、创造力、学习关系、战略意识和心理弹性七大维度.“有效终身学习指标”作为其动态测评工具,对教学和科研的意义重大.“学习能量”为切实改进教学法、进行课程变革、开展个性化学习以及发展终身学习型社会提供了有力的理论依据和实践框架.它最大的创新之处在于激发并解放了学习者终身学习的能动性,对进一步深化中国的教育改革有着重要的启示. 相似文献
12.
Dennis Barker 《Assessment & Evaluation in Higher Education》1993,18(1):35-43
The origins and characteristics of Action Learning together with some of its uses in business/industry and education are described. Methods of assessment for Action Learning projects in education are suggested. The approach to Action Learning in courses at the Middlesex University Business School are used to illustrate the wealth creating aspects of the Action Learning process. 相似文献
13.
周焕卿 《徐州师范大学学报(哲学社会科学版)》2012,38(4):121-127
在明代中后期的学术思想界,唐顺之是实学思潮的预流者,但唐氏的实学思想却为学界所忽视。唐顺之的学术思想经历了两个阶段:在第一个阶段,唐顺之融贯朱、王之学,注重实学;在第二个阶段,唐顺之的心学思想逐渐成熟。他先是接受王学右派(归寂派)的去欲工夫,舍弃实学。这一次转向是对实学的背离。其后,由于体认到本心的圆活洒脱,唐氏对王学左、右两派的思想重新作出整合,吸收左派(现成派)良知自然的学术观点,主张纯任天机流行,去欲工夫则突破了"闭门厌事"、"闭关独卧"等刻意求虚寂的修行方式,转向"应接纷纭"、"观书学技"等外在的"事上磨炼"上。由此,完成了对心学思想理论困境的突围,重返经世之学。阳明心学也因唐顺之的理论发展,完成了向实学的丕变。这在实学思想发展史上,有着深刻的理论意义,应予以足够的重视。 相似文献
14.
王先明 《天津师范大学学报(社会科学版)》2003,23(3):31-36
新学与旧学的交相兴替，代表了晚清时期文化演变的基本走向。随着新学知识体系的形成和体制的建立，传统中学在基本内容和框架上完成了由旧学向新学的历史更替。20世纪初年国学思潮的兴起表现出学术文化的历史性转向，由以学习西方为主旨转向了以提倡国学为主要目标。这种学术文化潮流的变向，与新学发展的偏向不无关系。 相似文献
15.
阮元为学继承由汉学皖派戴震开创的训诂以明义理的考据学风,并取得巨大成就.他对天文历算等学问也予以关注,在肯定西学先进的同时,又力持所谓"西学中源"说.在他看来,西学与中学都源自中国古学,发明、阐扬中国古学才是应取的态度.他以"实事求是"的治学精神对这一说法进行了论证,使之具有典型的考据学特色. 相似文献
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Kenneth Williams David Goldstein Ph.D. in artificial intelligence from the University of Texas at Arlington Joel Goldstein Ph.D. 《TechTrends》2002,46(2):21-28
Conclusions Asynchronous Distance Learning courseware offers several advantages to multiple disadvantaged learning populations. While
asynchronous Distance Learning Interactive Multimedia Instruction offers financially strapped HBCUs lower operating costs,
it also offers HBCUs and non-traditional student populations improved (1) accessibility, (2) user acceptance. Many Distance
Learning students chose online sections as an alternative to not taking the course at all rather than to the traditional classroom
section. Among technologically savvy populations, user acceptance for Distance Learning is high. Also interesting was how
traditional learning populations benefited from some Distance Learning strengths, (1) hypermedia external resources for self-directed
learning, and (2) frequently graded assignments improving study habits. In converse, the non-traditional student populations
taking the Distance Learning sections reported less studying time, and suffered from slightly lower learning retention on
the final examination. 相似文献
17.
Dimitris Kiritsis Ahmed Bufardi Dimitris Mavrikios Thomas Knothe Hadrien Szigeti Anirban Majumdar 《Education and Information Technologies》2013,18(2):331-350
Manufacturing industry can improve its competitiveness through innovation and technological excellence, and appropriate Industrial Learning can help to achieve this goal through allowing the manufacturing workforce to acquire new skills related to the advanced developments in information and communication technologies. This raises the need for new Industrial Learning tools and methods from the viewpoint of learning content, learning processes, and delivery mechanisms. In this paper, we present a generic competence-based approach for Industrial Learning developed in the framework of ActionPlanT project. The approach is composed of (i) an Industrial Learning model which serves to represent and understand competence-based learning, and (ii) a methodology which implements through a number of steps the Industrial Learning actions defined using the Industrial Learning model in industrial organisations. Both the model and the methodology are presented in details. A metrics-based method for evaluating the implementation of the learning actions defined using the approach is also described. 相似文献
18.
《British Journal of Special Education》1994,21(4):192-192
Counselling in Child Disability: skills for working with parents
Implementing the Whole Curriculum for Pupils with Learning Difficulties
Supporting Visually Impaired Students in Further Education
Children's Gardening
Taking Control: Enabling People with Learning Difficulties
Autism: a guide for parents and professionals
Learning for Life: A pack to support learning opportunities for adults who have profound intellectual and multiple physical disabilities 相似文献
Implementing the Whole Curriculum for Pupils with Learning Difficulties
Supporting Visually Impaired Students in Further Education
Children's Gardening
Taking Control: Enabling People with Learning Difficulties
Autism: a guide for parents and professionals
Learning for Life: A pack to support learning opportunities for adults who have profound intellectual and multiple physical disabilities 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(4):36-38
Basic Mathematics For Students With Learning Difficulties Peter Westwood and Wendy Stewart 1998 Institute For The Study Of Learning Difficulties: Flinders University $15.00 plus $3.00 p&;p Context, Service Provision, and Instruction: Facilitating The Learning Of Students Experiencing Severe Learning And Behaviour Difficulties Roger Rees 1998 Institute For The Study Of Learning Difficulties: Flinders University $18.00 plus $2.00 p&;p Computer Applications In Special Education: Issues, Uses And The Assessment Of Software Suitability Brian Matthews, Steve Jordan, &; Kathryn Bennett, 1998 Institute For The Study Of Learning Difficulties: Flinders University $8.00 plus $2.00 p&;p Responding to Learning Difficulties In The Secondary School Peter Westwood et al. 1997 Institute For The Study Of Learning Difficulties: Flinders University $15.00 plus $3.00 p&;p Understanding The Causes And Effects Of Severe Learning Difficulties In Junior Secondary Students Bill Young 1997 Institute For The Study Of Learning Difficulties: Flinders University $5.00 plus $1.50 p&;p Teaching Numeracy and Literacy: Interventions and Strategies for “At Risk” Students Diane Barwood, Daryl Greaves, Peter Jeffery 1999 Melbourne Australian Resource Educators Association $15 (Please check this) Enhancing English Literacy Skills in Aboriginal and Torres Strait Islander Students. A Review of the Literature and Case Studies in Primary Schools M. Batten, T. Frigo, P. Hughes, &; N. McNamara 1998 Melbourne, Australia Australian Council for Educational Research $39.95 Never too Late to Read: Language Skills for the Adolescent with Dyslexia: Based on the work of Alice Ansara Ann Cashwell Tuley 1998 Baltimore, Maryland, USA $27.50 相似文献
20.
《ASHE Higher Education Report》2009,35(2):1-131
Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth-Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student-Centered Pedagogy Focus on Problem- or Theme-Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author 相似文献